Vol. 21 No. 1 (2023): La valutazione delle e nelle istituzioni formative: storie, problemi e prospettive

Indice

• Prime pagine

  Tecnical Staff

  001-007

  • pdf (Italiano)

Editoriale

• Editoriale

  Technical Staff

  008-016

  • pdf (Italiano)

Articles

• Assessment and pedagogy. A semiological paradigm

  Massimo Baldacci

  017-025

  • pdf (Italiano)

• Training teachers in the assessment of contextual and socio-emotional variables in order to design inclusive learning paths

  Giusi Castellana, Valeria Biasi

  026-037

  • pdf (Italiano)

• Electronic Class Register in the Middle School Educational Project. Analysis of Lived-experiences and Pedagogical Critique

  Giuseppina, Marcello Tempesta

  038-045

  • pdf (Italiano)

• AVA 3.0: a University Locus of Control from criticism to design

  Daniela Dato, Luigi Traetta

  046-053

  • pdf (Italiano)

• Empirical evaluation of culturally responsive teaching strategies in multicultural universities

  Loretta Fabbri, Nicolina Bosco

  054-061

  • pdf (Italiano)

• Which research approach to classroom assessment for learning is the most apt? Suggestions from analysis of systematic reviews

  Maria Lucia Giovannini

  062-071

  • pdf (Italiano)

• The italian national school evaluation system: a critical analysis of the theoretical framework

  Massimo Marcuccio

  072-080

  • pdf (Italiano)

• Learning through peer assessment in higher education. Insights from field research

  Antonio Marzano

  081-088

  • pdf (Italiano)

• Assessment in special schools for the deaf in the post-World War II era: the case of the Royal Institute of Turin

  Maria Cristina Morandini

  089-095

  • pdf (Italiano)

• Formative evaluation and documentation: ideas and perceptions of future teachers and graduates in Primary Teacher Education

  Elisabetta Nigris, Barbara Balconi

  096-107

  • pdf (Italiano)

• Assessment as learning in university. Build students' self-assessment skills.

  Roberto Trinchero

  108-117

  • pdf (Italiano)

• Faculty training in learning assessment Experiences and critical reflections

  Lucia

  118-124

  • pdf (Italiano)

• Children with disabilities in early childhood services. Evaluating teaching, educational contexts and playfulness

  Ilenia Amati, Antonio Ascione

  125-137

  • pdf (Italiano)

• Student engagement in university external quality assurance processes in Italy

  Giuseppe Carci, Stefania Nirchi

  138-145

  • pdf (Italiano)

• What if voting inhibited learning? A comparison of different types of feedback: empirical research in a university setting

  Valentina Grion

  146-154

  • pdf (Italiano)

• Evaluating educational contexts: an exercise in antipedagogy

  Viviana La Rosa

  155-161

  • pdf (Italiano)

• Testing and Politics in the United States: a historical perspective from Conant to No Child Left Behind

  Andrea Mariuzzo

  162-168

  • pdf (Italiano)

• Evaluation of and in educational institutions: histories, problems and perspectives

  Maria-Chiara Michelini

  169-175

  • pdf (Italiano)

• Adopted children at school: assessing educational distress to promote relational wellbeing and human inclusion

  Angela Muschitiello

  176-184

  • pdf (Italiano)

• Improving the evaluation skills of practitioners in the juvenile justice system. Methods and results of a professional development research project

  Luisa Pandolfi

  185-191

  • pdf (Italiano)

• Evaluation of the implementation of territorial pedagogical coordination in the Veneto region. Exploratory research

  Emilia Restiglian

  192-200

  • pdf (Italiano)

• The system self-evaluation processes in doctoral courses. Analysis of the evaluation device used and a new outlook

  Daniela Robasto

  201-208

  • pdf (Italiano)

• Practicing feedback at school: drawing on research, suggestions for an authentic and sustainable approach

  Alessia Bevilacqua

  209-219

  • pdf (Italiano)

• How to evaluate quality in the ECEC system: some epistemic aspects of structural and process quality

  Andrea Lupi, Rossella D'Ugo

  220-228

  • pdf (Italiano)

• Assessing students’ aptitudes: at the origins of docimology as an “exam science”

  Matteo Morandi

  229-236

  • pdf (Italiano)

• Evaluating mental health education interventions at school: Teachers’ and school principals’ representations

  Katia Daniele

  237-243

  • pdf (Italiano)

• “OK I can do it!”: emotions felt by university students with regard to different types of feedback

  Beatrice Doria

  244-250

  • pdf (Italiano)

• School systems evaluation in Italy, Finland and Spain, a comparative perspective

  Eleonora Mattarelli

  251-255

  • pdf (Italiano)

• The school textbook as a place of hermeneutics

  Angela Arsena

  256-265

  • pdf (Italiano)

• From caring to caring. The professional traits of the Montessori teacher

  Andrea Bobbio

  266-271

  • pdf (Italiano)

• Transforming bodies, transforming society: the cultural impact of fitness

  Ferdinando Cereda

  272-279

  • pdf

• Active ageing with proper, healthy and active lifestyles: healthy ageing in Europe

  Cristiana Simonetti

  280-286

  • pdf

• Relational learning environments. Theoretical perspectives and cooperative practices of ecodidactic design

  Raffaella Carmen Strongoli

  287-293

  • pdf (Italiano)

• Diversity management and training. Some emblematic issues.

  Caterina Braga

  294-300

  • pdf

• In dialogue with ChatGPT on the potential and limitations of AI for evaluation in education

  Giuseppe Carmelo Pillera

  301-315

  • pdf

• Recensioni

  316-321

  • pdf (Italiano)